National Literacy Trust：2026英国儿童与青少年纸质及数字阅读趋势报告（英文版）（31页）.pdf

1、 Trends in children and young peoples reading in print and digital formats Irene Picton and Christina Clark March 2026 National Literacy Trust 2026 1 A large body of research shows that print reading matters.For example,children and young people who read print books in their free time tend to achiev

2、e higher scores in national and international assessments than those who read only digital texts(OECD,2022).Over the past two decades,however,the ways in which many of us read have changed,shaped by the widespread use of connected devices in everyday life.Our research shows that many children and yo

3、ung people read regularly in digital formats,including both the keenest readers and those with the lowest levels of reading enjoyment,as well as those with limited access to printed materials(Clark&Picton,2019).A prominent concern in research relating to reading digitally is its impact on comprehens

4、ion(Delgado et al.,2018;Stle et al.,2020).Some studies point to a screen inferiority effect(see,e.g.,Carr,2011;Hakemulder&Mangen 2024;Jensen et al.,2024),while others find little or no difference in reading comprehension between print and digital reading(see,e.g.,Alisaari et al.,2018;Li&Yan,2024).In

5、creasingly,evidence suggests that reading comprehension on screen is affected by factors such as age,print-reading experience,the device being used and the text being read(see,e.g.,Clinton,2019;Salmern,2024).For example,while digital reading in leisure time is linked to lower comprehension among pri

6、mary and middle school pupils,this relationship turns positive by the time young people reach secondary school and college age(Altamura et al.,2023).Relatedly,print comprehension skills are a strong predictor of digital comprehension,with highly skilled readers showing little or no evidence of a scr